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    <h1>Prompts while "Planning a lesson"</h1>
    <h2>Prompt 1</h2>
    <h3>Steps to create a new lesson</h3>
    <p>Lesson objective</p>
    <ul>
      <li>At the end of this session, the learner will be able to ___</li>
    </ul>
    <p>Current learner knowledge</p>
    <ul>
      <li>What do the learners already know about this topic?</li>
      <li>How will the learners tell you what they know about this topic?</li>
      <li>What else about the topic are they interested in finding out?</li>
    </ul>

    <h2>Prompt 1.1</h2>

    <h3>Choosing Kolibri resources</h3>

    <p>As you add resources, ask:</p>
    <ul>
      <li>Which resources match this topic best?</li>
      <li>How are you planning to use the resources?</li>
      <li>Will learners access resources in groups or individually?</li>
      <li>How will you enhance learning with that resource?</li>
      <li>
        What teaching techniques will you use to increase learner engagement with this resource?
      </li>
    </ul>

    <h2>Prompt 1.2</h2>

    <h3>Use "Questioning" along with a Kolibri resource</h3>

    <p>Increase learner engagement with content and promote active learning with questions.</p>

    <p>Identify resources</p>
    <ul>
      <li>What Kolibri resource will you use for your lesson objective?</li>
      <li>Go through the resource and create some question statements</li>
    </ul>
    <p>What questions will you ask-</p>
    <ul>
      <li>At the beginning of the lesson?</li>
      <li>While learners are looking at the resources?</li>
      <li>After learners look at the resources?</li>
      <li>To summarize the lesson?</li>
    </ul>
    <p>Remember</p>
    <ul>
      <li>Ask a variety of questions throughout the lesson</li>
      <li>Give appropriate wait time after asking questions</li>
      <li>Respond to learner questions</li>
      <li>Provide encouraging feedback to both correct and incorrect responses</li>
    </ul>
    <p>Remember</p>
    <p>
      The 6 levels classified as per Bloom"s Taxonomy below, can be used to structure learning
      objectives, lessons, assessments, and questioning
    </p>
    <p>Level 1. Knowledge</p>
    <ul>
      <li>Question cues: List, define, tell, label</li>
    </ul>
    <p>Level 2. Comprehension</p>
    <ul>
      <li>Question cues: Describe, name, identify, discuss</li>
    </ul>
    <p>Level 3. Application</p>
    <ul>
      <li>Question cues: Modify, solve, change, explain</li>
    </ul>
    <p>Level 4 - Analysis</p>
    <ul>
      <li>Question cues: Analyze, separate, compare, contrast</li>
    </ul>
    <p>Level 5. Synthesis</p>
    <ul>
      <li>Question cues: Create, construct, plan, role-play</li>
    </ul>
    <p>Level 6. Evaluation</p>
    <ul>
      <li>Question cues: Give opinion, criticize, discriminate, summarize</li>
    </ul>

    <h2>Prompt 1.3</h2>

    <h3>Blended learning implementation models</h3>

    <p>Whole class model</p>
    <p>Definition?</p>
    <p>Example</p>
    <p>
      Here is how a school in Guatemala adapted the whole class model by bridging technology with
      traditional instruction for a Math lesson. During the lesson all learners -
    </p>
    <ul>
      <li>Viewed a Kolibri resource on a projector</li>
      <li>Practiced Kolibri exercises independently</li>
      <li>Engaged in another coach-led activity without using any technology</li>
    </ul>
    <hr >
    <p>Rotation model</p>
    <p>
      Learners rotate on a fixed schedule between activities in small groups, individually or as a
      whole class. One of the activities (or "stations") that learners rotate through is using
      Kolibri
    </p>
    <p>Example 1</p>
    <p>
      The image below is an example of a rotation model with 2 stations. Learners rotate in small
      groups / individually / as a whole class between these stations
    </p>
    <div>
      <table>
        <tr>
          <th>
            <p>Station 1</p>
            <p>Kolibri learning</p>
          </th>
          <td><img src="./kolibri.png" ></td>
        </tr>
        <tr>
          <th>
            <p>Station 2</p>
            <p>Guided practice</p>
          </th>
          <td><img src="./guided.png" ></td>
        </tr>
      </table>
    </div>
    <p>Example 2</p>
    <p>
      The image below is a rotation model example with 3 learning stations. Learners can rotate in
      small groups/individually or as a whole class between these stations. Station 3 can include
      worksheets, free time or related small group work
    </p>
    <div>
      <table>
        <tr>
          <th>
            <p>Station 1</p>
            <p>Kolibri learning</p>
          </th>
          <td><img src="./kolibri.png" ></td>
        </tr>
        <tr>
          <th>
            <p>Station 2</p>
            <p>Guided practice</p>
          </th>
          <td><img src="./guided.png" ></td>
        </tr>
        <tr>
          <th>
            <p>Station 3</p>
            <p>Independent activity</p>
          </th>
          <td><img src="./independent.png" ></td>
        </tr>
      </table>
    </div>
    <p>Peer Tutoring</p>
    <p>
      Coach pairs learners to help one another understand concepts on Kolibri. This promotes learner
      empowerment through teaching one another and frees up time for the coach to assist those who
      need additional support.
    </p>
    <p>Potential pairing options</p>
    <ul>
      <li>Learner who has already mastered a topic with a learner who could benefit from review</li>
      <li>
        Learners with similar mastery levels to facilitate progressing through new content at
        similar rates
      </li>
    </ul>
    <hr >
    <p>Roving Teacher</p>
    <p>
      Coach moves around the classroom while learners work independently or in pairs/groups on
      Kolibri, stepping in for assistance as needed. The coach can -
    </p>
    <ul>
      <li>Provide supplemental support to learners</li>
      <li>Deliver small group lessons or 1-1 interventions as needed</li>
    </ul>
    <p>
      Ideal for the coach who wants to use time more effectively with learners who need it most,
      through individual attention or organizing groups of multiple struggling learners
    </p>
    <hr >
    <p>Supplementary resource</p>
    <p>
      In this model, technology is available within the classroom, or after class time in a library
      or resource room. Learners access Kolibri to review content, check understanding, and follow
      their own interests
    </p>
    <hr >
    <p>Reflect</p>
    <ul>
      <li>What are the potential benefits and disadvantages of each model?</li>
      <li>What help or assistance would you need to implement these different models?</li>
      <li>
        What changes would you need to make in your current teaching style to try these different
        models?
      </li>
    </ul>

    <h2>Prompt 1.4</h2>

    <h3>Kolibri Session Checklist</h3>

    <p>Planning Checklist</p>
    <ul>
      <li>I have a clear goal on how I want to leverage technology through this class</li>
      <li>I have identified the objectives that I will be teaching this week</li>
      <li>I have gone through the content and incorporated relevant content pieces in my plan</li>
      <li>I have assigned quizzes to learners before class</li>
      <li>I have assigned lessons to learners before class</li>
      <li>I have reviewed student progress from the previous session</li>
    </ul>
    <p>Hardware/Software Checklist for Kolibri use:</p>
    <ul>
      <li>I have navigated through the platform and am comfortable using the different features</li>
      <li>My server and local WiFi network / Ethernet connection are working properly</li>
      <li>The hardware that is required is fully charged</li>
      <li>All the hardware in my classroom are in good working condition</li>
    </ul>
    <p>Classroom Management Checklist:</p>
    <ul>
      <li>
        My classroom layout allows for learners to work independently and also work in
        groups/collaborate during the session
      </li>
      <li>Learners follow a procedure when they need to ask for assistance</li>
      <li>
        I have written down the classroom procedures, best practices and rules for learners to see
        during Kolibri sessions
      </li>
    </ul>

    <h1>Prompts while "Planning a group"</h1>
    <h2>Prompt 2</h2>

    <h3>Strategies to group learners and address learning needs</h3>

    <p>
      The "Group" feature in Kolibri will allow you to meet learning needs of different learners
    </p>
    <p>Creating "groups"</p>
    <ul>
      <li>What are your goals when grouping learners?</li>
      <li>Do you want groups where all learners are the same level or different levels?</li>
      <li>How can you best support the varying needs of your learners?</li>
      <li>How often would the groups change?</li>
      <li>Will learners be in multiple groups at the same time according to needs?</li>
    </ul>
    <p>Examples of grouping strategies</p>
    <ul>
      <li>Learners who have been absent or missed classes</li>
      <li>Learners who need more help from a coach</li>
      <li>Learners who need help from other learners</li>
      <li>Learners who are competent but simply need more practice</li>
      <li>Learners who are very competent and need advanced material</li>
    </ul>
    <p>Addressing learning needs of different groups</p>
    <ul>
      <li>Does the group need new materials? Less complicated material?</li>
      <li>Does the group need another activity or exercise?</li>
      <li>Does the group need more information? Which information and how?</li>
    </ul>
    <p>
      Use the Lessons features and search in Kolibri for appropriate resources based on the learning
      needs of the groups created
    </p>

    <h2>Prompt 2.1</h2>

    <h3>Setting rules for group work</h3>

    <p>Involve learners in setting up their own ground rules for group work using Kolibri</p>

    <p>Step 1</p>
    <p>Write these 3 prompts on the board</p>
    <ul>
      <li>Something that I have noticed</li>
      <li>A change I would like to see</li>
      <li>A rule I would like to suggest</li>
    </ul>
    <p>Step 2</p>
    <p>Give them an example:</p>
    <ul>
      <li>Something that I have noticed - Distributing devices takes a long time</li>
      <li>A change I would like to see - Faster distributing and collection of devices</li>
      <li>A rule I would like to suggest - Assign 2 learners to distribute and collect devices</li>
    </ul>
    <p>Step 3</p>
    <ul>
      <li>Give learners individual time to think and come up with suggestions</li>
      <li>
        Let your learners know that you trust them to make constructive suggestions that are helpful
        to both learners and the coach
      </li>
    </ul>
    <p>Step 4</p>
    <ul>
      <li>Ask learners to work in groups and discuss various suggestions</li>
      <li>Ask a learner in each group to take notes and report to the class later</li>
      <li>
        After all reports are heard, write the suggestions on the board and work on it more with
        your learners and prepare a class charter
      </li>
      <li>Put the charter on the wall to keep everyone accountable to it</li>
    </ul>
    <p>Adapted from "OER4Schools"</p>
    <p>Content is available under Creative Commons Attribution-ShareAlike</p>

    <p>Source: Adapted this from OER4SCHOOLS video</p>
    <h2>Prompt 2.2</h2>

    <h3>Preparing for group work</h3>

    <p>Physical Space</p>
    <ul>
      <li>How will learners be physically arranged in groups?</li>
      <li>
        Do you want learners to circle up? If there are desks, how do you want to arrange the desks?
      </li>
      <li>If the desks cannot be moved, how should learners be seated around the desks?</li>
      <li>Will all learners be able to sit comfortably with their devices?</li>
      <li>How will the layout of your classroom impact sound in the room?</li>
      <li>How can you moderate the activity to control sound?</li>
    </ul>
    <p>Remember</p>
    <ul>
      <li>Talk to learners about their past experiences with group work</li>
      <li>
        Allow them to establish some ground rules for successful collaboration before introducing
        any hardware
      </li>
    </ul>
    <p>Features of group sizes and recommendations for use:</p>

    <p>Group size</p>
    <p>2 to 3 learners</p>

    <p>Recommended use cases</p>
    <ul>
      <li>Ideal for working with computers.</li>
      <li>For drill and practice of previous/new concepts</li>
      <li>Sharing of personal experiences</li>
      <li>When use of 1 resource is expected by all group members at the same time</li>
    </ul>
    <p>Seating arrangement</p>

    <div>
      <table>
        <tr>
          <th>
            <p>Option 1</p>
            <p>Next to each other</p>
          </th>
          <td><img src="./pair.png" ></td>
        </tr>
        <tr>
          <th>
            <p>Option 2</p>
            <p>In a triangle</p>
          </th>
          <td><img src="./triangle.png" ></td>
        </tr>
      </table>
    </div>

    <hr >

    <p>Group size</p>
    <p>4 - 6 learners</p>

    <p>Recommended use cases</p>
    <ul>
      <li>When objective is to explore a new concept rather than drill and practice</li>
      <li>When learners take turns to use resources within the group</li>
      <li>
        For group work outside the classroom as peers ensure each other"s safety and peer pressure
        keeps focus on learning
      </li>
      <li>Useful when the expected outcome is writing or a performance</li>
    </ul>
    <p>Seating arrangement</p>

    <div>
      <table>
        <tr>
          <th>
            <p>Option 1</p>
            <p>In a square</p>
          </th>
          <td><img src="./square.png" ></td>
        </tr>
        <tr>
          <th>
            <p>Option 2</p>
            <p>In a rectangle</p>
          </th>
          <td><img src="./rectangle.png" ></td>
        </tr>
        <tr>
          <th>
            <p>Option 2</p>
            <p>In a circle</p>
          </th>
          <td><img src="./circle.png" ></td>
        </tr>
        <tr>
          <th>
            <p>Option 2</p>
            <p>In a horseshoe</p>
          </th>
          <td><img src="./horseshoe.png" ></td>
        </tr>
      </table>
    </div>

    <hr >

    <p>Group size</p>
    <p>7 - 12 learners</p>

    <p>Recommended use cases</p>
    <ul>
      <li>
        When expected outcome is a performance, such as drama or puppet show, as more time can be
        given for each presentation
      </li>
      <li>When concept requires further sub-grouping</li>
    </ul>
    <p>Seating arrangement</p>

    <div>
      <table>
        <tr>
          <th>
            <p>Option 2</p>
            <p>In a circle</p>
          </th>
          <td><img src="./circle.png" ></td>
        </tr>
        <tr>
          <th>
            <p>Option 2</p>
            <p>In a horseshoe</p>
          </th>
          <td><img src="./horseshoe.png" ></td>
        </tr>
      </table>
    </div>

    <p>Arranged in subgroups of 2, 3, 4, 5 or 6</p>

    <p>Adapted from "OER4Schools"</p>
    <p>
      Content is available under Creative Commons Attribution-ShareAlike or
      Attribution-NonCommercial unless otherwise noted
    </p>

    <p>Adapted from "OER4Schools"</p>
    <h1>Prompts while "Planning a quiz"</h1>
    <h2>Prompt 3</h2>

    <h3>Strategies for planning quizzes</h3>

    <p>Set learning objectives</p>
    <ul>
      <li>
        Learning objectives are the objectives of the lesson you want learners to perceive and
        strive toward achieving
      </li>
    </ul>
    <p>Imagine different use cases</p>
    <ul>
      <li>Pre-quiz: quiz to understand learner levels on a particular topic before it is taught</li>
      <li>Post-quiz quiz to understand learner levels on a particular topic after it is taught</li>
      <li>
        Differentiated quizzes - different quizzes assigned to different groups of learners to meet
        their learning needs
      </li>
    </ul>

    <h2>Prompt 3.1</h2>

    <h3>Use quiz data to adjust and inform instruction</h3>

    <p>Reflect on the Pre-Quiz score</p>
    <ul>
      <li>What learning objectives have learners mastered?</li>
      <li>What are their needs?</li>
    </ul>
    <p>
      (Pre-Quiz is a formative assessment taken to understand learner levels on a particular topic
      before it is taught)
    </p>

    <p>Set goals based on the data</p>
    <ul>
      <li>
        What goals do you need to set for your learners based on their needs and their mastery?
      </li>
      <li>Are there different goals for different learners?</li>
      <li>How will you achieve these goals?</li>
    </ul>
    <p>Reflect on the Post-Quiz score</p>
    <ul>
      <li>Have the goals been met? Why/Why not?</li>
      <li>What are your next steps?</li>
    </ul>
    <p>
      (Post-Quiz is a formative assessment taken to understand learner levels on a particular topic
      after it is taught)
    </p>

    <h1>Prompts while viewing " Lesson reports"</h1>
    <h2>Prompt 4</h2>

    <h3>Support learners who have "completed"</h3>

    <p>If a learner/group has completed, ask:</p>
    <ul>
      <li>A "how" or a "why" question</li>
      <li>For evidence</li>
      <li>To reach the same answer with a different working</li>
    </ul>
    <p>Encourage learners to extend their responses</p>
    <ul>
      <li>Use verbal prompts. Example: &#39;Keep going&#39;, &#39;develop.&#39;</li>
      <li>Use non-verbal prompts. Example: Make a rolling motion with the hands etc.</li>
    </ul>
    <p>After assessing mastery</p>
    <ul>
      <li>Assign learners additional resources using the Lessons feature in Kolibri</li>
      <li>Pair them up with a learner who needs help</li>
    </ul>
    <p>Evaluate teaching strategies</p>
    <ul>
      <li>Which teaching strategies helped to have a smooth and engaging class?</li>
    </ul>

    <h2>Prompt 4.1</h2>

    <h3>Support learners who "need help"</h3>

    <p>Provide with a small hint</p>
    <ul>
      <li>Share a different example</li>
      <li>Give some context</li>
      <li>Tell the rule, but not the answer</li>
      <li>Provide the first or earlier step in the thought process</li>
      <li>Repeat the learner&#39;s wrong answer back to them</li>
    </ul>
    <p>Encourage learners to extend their responses with -</p>
    <ul>
      <li>Verbal prompts. Example: &#39;Keep going&#39;, &#39;develop.&#39;</li>
      <li>Non-verbal prompts. Example: Make a rolling motion with the hands etc.</li>
    </ul>
    <p>After assessing their understanding -</p>
    <ul>
      <li>
        Assign additional resources using the "lessons" feature in Kolibri based on their specific
        learning needs
      </li>
      <li>Pair them up with a learner who has achieved mastery for the particular objective</li>
    </ul>

    <h1>Prompts while viewing "Quiz reports"</h1>
    <h2>Prompt 5</h2>

    <h3>Analyzing Quiz reports</h3>

    <p>Observe and Analyze</p>
    <ul>
      <li>What are some patterns that are emerging?</li>
    </ul>
    <ul>
      <li>How many learners scored above your expected goal?</li>
      <li>How many learners scored below your expected goal?</li>
      <li>How many learners met your expected goal?</li>
    </ul>
    <ul>
      <li>What seems to be surprising or unexpected?</li>
    </ul>
    <p>Use the data to inform student learning needs</p>
    <ul>
      <li>
        Have individual conversations with learners to address questions and motivate them on their
        next steps
      </li>
      <li>Adjust their learning needs and assign further resources accordingly</li>
    </ul>
    <p>Set goals based on the data</p>
    <ul>
      <li>
        What goals do you need to set for your learners based on their needs and their mastery?
      </li>
      <li>Are there different goals for different learners?</li>
      <li>How will you achieve these goals?</li>
    </ul>

    <h1>Prompts while viewing "Group reports"</h1>
    <h2>Prompt 6</h2>

    <h3>Analyzing Group reports</h3>

    <p>Use the data to inform learner grouping and differentiation</p>
    <ul>
      <li>Choose learner groups</li>
      <li>Create seating charts</li>
      <li>Adjust learning needs and assign further resources accordingly</li>
    </ul>
    <p>Set goals based on the data</p>
    <ul>
      <li>What goals do you need to set for your groups based on their needs and their mastery?</li>
      <li>Are there different goals for different groups?</li>
      <li>How will you achieve these goals?</li>
    </ul>
  </div>
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</template>


<script>

  export default {
    name: 'CoachPrompts',
  };

</script>
